PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF TEACHING ENGLISH TO ARCHITECTURE AND CONSTRUCTION STUDENTS

Authors

  • Khayitova Dilnoza Bahtiyorovna Associate Professor of the Department” Uzbek and Foreign Languages" Tashkent Arhitektura Construction University Author

Keywords:

ESP, architecture students, construction education, psychological factors, pedagogical features, communicative competence, technical English.

Abstract

This article examines the psychological and pedagogical characteristics of teaching English to students in architecture and construction disciplines. It analyzes how cognitive, motivational, and professional factors influence language acquisition in technical university settings. The study highlights the importance of integrating discipline-specific content, visual learning strategies, and interactive methodologies to enhance communicative competence. The findings suggest that effective English language instruction for architecture and construction students requires a psychologically informed, professionally oriented, and pedagogically adaptive approach.

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Published

2026-05-18

Issue

Vol. 2 No. 5 (2026)

Section

Articles

License

Copyright (c) 2026 Modern American Journal of Linguistics, Education, and Pedagogy

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF TEACHING ENGLISH TO ARCHITECTURE AND CONSTRUCTION STUDENTS. (2026). Modern American Journal of Linguistics, Education, and Pedagogy, 2(5), 222-229. https://usajournals.org/index.php/6/article/view/2319